Teachers’ Proposition Strategy For Developing Pupils’ Mathematics Core Literacy

The promulgation of the Mathematics Curriculum Standards for Compulsory Education(2022 Edition)has formally established the centrality of core mathematical literacy in the compulsory education mathematics curriculum,giving rise to a new round of teaching and learning reform.Educational assessment(examination)is the most common,direct and objective way to test the effectiveness of the development of core literacy in mathematics,i.e.its attainment.The proposed questions directly affect the effectiveness of core literacy assessment in mathematics,and have the functions of feedback,correction,guidance,supervision and motivation.Thus,this article explores how to promote the development of students’ core literacy in mathematics based on the design of proposition questions,improve the quality of primary school mathematics teachers’ proposition questions,and achieve the overall objectives of the curriculum standards of the primary school mathematics curriculum.Based on this background,this study firstly,through literature reading,composes the research results related to core literacy in mathematics and mathematical propositions,clarifies the research ideas,specifies the propositional principles for developing primary school students’ core literacy in mathematics and the research value of this study.Secondly,a questionnaire survey and teacher interviews were used to objectively understand the overall situation of current primary school mathematics propositions.The following problems were found to exist in the current primary school mathematics teachers’propositions:(1)teachers’ lack of grasp of the connotation of literacy;(2)the difficulty of proposing questions to diagnose the level of literacy;(3)the difficulty of proposing questions to achieve literacy goals;(4)the difficulty of proposing questions to carry the task of educating people.Combined with existing research,the causes of the above problems were analysed:teachers’ lack of awareness of the value of core literacy in primary school mathematics,insufficient attention to primary school mathematics propositions,lack of understanding of the elements of core literacy in primary school mathematics,and lack of research on the evaluation of core literacy in primary school mathematics.Finally,this study takes the current problems of primary school mathematics propositions as the basis facts,combines the current situation of primary school mathematics propositions and teaching,and proposes strategies for teachers’ propositions based on the development of primary school students’ core literacy in mathematics:(1)grasp the connotation of literacy and construct a systematic knowledge system;(2)strengthen research on propositions and enhance teachers’ proposition ability;(3)transform the structure of questions and cultivate mathematical thinking habits;(4)set up precise problem;(5)highlighting the process of assessment to develop the ability of scientific exploration;(6)extending and upgrading to develop the ability of innovative thinking.This study provides frontline primary school teachers with proposition strategies that point to the development of core literacy in mathematics,in the hope of transforming teachers’conceptions of proposition,improving their methods of proposition,and optimising their behaviour in proposition,so as to help teachers better grasp the breeding and growth points of core literacy in mathematics in proposition,and promote the implementation of core literacy in mathematics in primary school proposition.